Making a smooth transfer from college to the workforce also involves getting set up in a new community (Jackson et al., 2017). Graduates have to face the challenges of developing the working world they do not expect while being a college student. Preparing students’ transfer is critical. The students’ entry into higher education institutions and their transfer into work are explored in this section. The researcher focuses on the students’ personal, social and learning development.
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Watkins et al., (2017) claims that students who enter university are supposed to have an open mindset which allows them to become independent and free. Students need to change over time, with a supporting and a self-directed approach to learning. To familiarise them with the university culture, students have to engage in the social and study network workshops available during the induction period (Khare, 2016). In similar circumstances, students will gain an early advantage in forming relationships. Students will learn through the workshops, considered as a non-threatening environment. During their stay, students will be exposed to different social support networks, aiding them to sense their link to the institution (Cameron et al., 2017).
Students who entered university with high prospects are carrying with them worthwhile wealth for university life (Yimie, 2018).
How they respect the distinct cultures of the company will settle students’ preparation for employment (Khare, 2016). Students will also meet employers’ expectations with the knowledge, skills, and attitudes needed by employers (Rola-Rubzen & Burgess, 2016).
Tsukamoto (2016) agree that most graduates’ reaction to their employment transfers is first experienced as a culture shock when working. In the workplace, graduates are no longer under a zone of stability that shelter most graduates from the universe of the competitive work environment (Khare, 2016). They have to prove their know-how, skills, qualities, and accumulated knowledge of functioning in many and unique work environments (ILO, 2016) Often they experience a problem in this exercise (Watkins et al., 2017). The difficulties that graduates often face in the place of work are a replica of the experiences they performed at the university (Clarke, 2017). The choice of subjects that students studied at the university is not always relevant to the workplace (Yeh et al., 2017). For example, at the university, students studied with no others involved in an environment where they would not have to make concessions. When working as a team, they have to select their preferred team members. In the workplace, they do not have a choice; they work within teams decided by the supervisor, and they are expected to get on with it (Bachtiar et al., 2015). Some graduates experience difficulties in conforming to the various employees who have differing personalities from all others within the team position at the workplace. They realise that members of the team cannot be changed as they could at the university. Because of that, some graduates experienced difficulty in their early transfer into employment in the workplace.
The workplace offers opportunities for the graduates to learn and they choose how they would follow in actions under the support and guidance of their supervisors (Billet, 2011, Watkins et
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al., 2017). The twofold engagement at work and the frequent dealings between them are fundamental to realising the skills and knowledge and qualities that the workplace provides.
Graduates’ involvement is their willingness to undertake training in the workplace when they are given chances to take part in work. Students gain support from the organisation (Carvalho &
Rahim., 2017). These affordances are high because of the results of the structured learning at the workplace and the knowledge gained from the daily participation of graduates at work (Khare, 2016). However, employers are not providing access in a balanced or unbiased way for all graduates. The fundamental assumptions from which affordances develop include the views of individuals’ competence, the status of work and employment status (Human Resources Development Fund, 2017). Other examples are the race of workers (Chin, 2016), their gender (Fin, 2016), work distinction (Billet, 2011); their relationship, and the workplace of ingroups and associations (Jackson, 2016). Researchers recognise that guided learning strategies increase learning through continuous daily work. Interns who are taking part are told about the firm’s growth, and that workplace eagerness is the key to the quality of amassing knowledge and skill.
Yeh et al., (2017) explain that involvement in work and learning are synonymous. However, workplaces could become places where disputes occasionally occur. Access to chances to become a participant, in contracting recent projects or those of original splendour to the workplace, are the origin of disputes. There is strong disagreement, for example, between starters and experienced persons (Lave & Wenger, 1991) and between full-time and part-time workers (Bernhardt, 1999). Another divergence is the people’s personal and vocational achievement (OECD, 2016) and groups of different characters in the workplace (Finn, 2016).
Overall, Clarke (2017) observed that where the affordances are the most productive, the described learning results links are more prominent. In some companies, the product development concern is about the characteristic of an invitation for learning and consented and understood by the graduates.
The workplace has become a necessary context and environment in which they set something for continuing learning. Besides, research into that workplace positions learning for the efficient continuing professional development of graduates (Verma et al., 2016). The research among others involves the critical appraisal of the place of work as a learning context. Researchers explore how unique work positions with incongruent socio-cultural practices promote the developing of differing abilities (WEF, 2017). Dewey’s conception of knowledge highlights the relationship between parts and the whole. I cannot isolate thinking from experience. The learner, according to Dewey, is integral to the experience of learning (Garrison, 2006). Other researchers
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offer a more visible strategy for providing support and encouragement for learning at work.
Examples are supporting participation calling for mentors and or supervisors (Rola-Rubzen &
Burgess, 2016). Burgess et al., (2018) maintains that the workplace may give more value to the development and learning of developing practices compared to others. Kolb (1984:38) identifies learning as a cyclic process and in his own words, “Learning was the process whereby knowledge created through transforming the experience.” A four-stage learning cycle is Kolb’s experiential learning style theory. The learner reaches “all the bases, the concrete and active experience, reflective observation, abstract conceptualization, and active experimentation.” Although this model has many critics (Fenwick, 2001a; Jarvis & Parker, 2005; Carvalho & Rahim., 2017), other versions of this prototype have shaped revolutionary pedagogical practices in HRIs, for example, work-based learning, showing the participant with experience. They often report these methods as action learning (Lin & Chen., 2017; Schon, 1995). The two strategies involve more or fewer items such as planning, action, evaluation, and reflection (Yorke., 2006). The work of Merchant et al., (2014) explains learning from the reflective action and the notion of reflection as fundamental to professional practices in the workplace. Action and although linked to continuing professional learning.